Opportunities for Learning: Analysis of Czech Lower-Secondary Chemistry Textbook Tasks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10444503" target="_blank" >RIV/00216208:11410/22:10444503 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=X.DCmAaoQb" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=X.DCmAaoQb</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.17344/acsi.2021.7245" target="_blank" >10.17344/acsi.2021.7245</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Opportunities for Learning: Analysis of Czech Lower-Secondary Chemistry Textbook Tasks

Popis výsledku v původním jazyce

Tasks in Czech lower-secondary chemistry textbooks were analysed to describe their position in textbook chapters, required response type, overall task nature, as well as cognitive requirements. The results showed older textbooks contain task banks at the end of chapters suggest a transmissive teaching paradigm, whereas newer textbooks containing tasks within the chapters. As far as the nature of the tasks is concerned, a strong stereotypical genre was found in the chemistry textbooks. Most of the textbook tasks require open-ended answers and target: factual and conceptual knowledge remembering or procedure application. The authors therefore suggest several changes to the tasks, including their position in chapters, cognitive difficulty as well as the required response type in order to meet chemistry education goals.

Název v anglickém jazyce

Opportunities for Learning: Analysis of Czech Lower-Secondary Chemistry Textbook Tasks

Popis výsledku anglicky

Tasks in Czech lower-secondary chemistry textbooks were analysed to describe their position in textbook chapters, required response type, overall task nature, as well as cognitive requirements. The results showed older textbooks contain task banks at the end of chapters suggest a transmissive teaching paradigm, whereas newer textbooks containing tasks within the chapters. As far as the nature of the tasks is concerned, a strong stereotypical genre was found in the chemistry textbooks. Most of the textbook tasks require open-ended answers and target: factual and conceptual knowledge remembering or procedure application. The authors therefore suggest several changes to the tasks, including their position in chapters, cognitive difficulty as well as the required response type in order to meet chemistry education goals.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

ACTA CHIMICA SLOVENICA [online]

ISSN

1580-3155

e-ISSN

1580-3155

Svazek periodika

69

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

12

Strana od-do

359-370

Kód UT WoS článku

000883415800012

EID výsledku v databázi Scopus

2-s2.0-85134785097